BOOKS

Nichols, T.P., Garcia, A. (Eds.) (under contract). Literacies for the platform society: Histories, pedagogies, possibilities. [anticipated: Spring 2024]

Nichols, T.P. (2022). Building the Innovation School: Infrastructures for equity in today’s classrooms. Teachers College Press.

JOURNAL ARTICLES

Stornaiuolo, A., Higgs, J., Nichols, T.P., LeBlanc, R.J., & de Roock, R. (in press). The platformization of writing: Educational equity in new edtech ecologies. Review of Research in Education.

Nichols, T.P. , Thrall, A., Quiros, J., & Dixon-Román, E. (2024). Speculative capture: Literacy after platformization. Reading Research Quarterly. https://doi.org/10.1002/rrq.535.

Lentz, A., Desimone, L., Stornaiuolo, A., Pak, K., Flores, N., Nichols, T.P., Polikoff, M., & Porter, A. (2024). Changes that stick: Sustainable change in schools and districts is possible. Phi Delta Kappan, 105(6), 8-11.

Thrall, A., Nichols, T.P., Magill, K.R. (2024). Speculative frictions: Writing civic futures after AI. English Teaching: Practice and Critique. http://doi.org/10.1108/ETPC-08-2023-0095.

Nichols, T.P., & Dixon-Román, E. (2024). Platform governance and education policy: Power and politics in emerging edtech ecologies. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737231202469.

Pleasants, J., Krutka, D., & Nichols, T.P. (2023). What relationships do we want with technology? Toward technoskepticism in schools. Harvard Educational Review, 93(4), 486–515.

Smith, J., & Nichols, T.P. (2023). Book choice and the affective economy of literacy. Journal of Literacy Research, 55(3), 325-345.

Kerssens, N., Nichols, T.P., & Pangrazio, L. (2023). Googlization(s) of education: Intermediary work brokering platform dependence in three national school systems. Learning, Media, & Technology. 10.1080/17439884.2023.2258339.

Nichols, T.P., Maton, R., & Simon, E. (2023). Opposing innovations: Race and reform in the West Philadelphia Community Free School, 1970-1977. History of Education Quarterly, 63(1), 221-242.

Krutka, D., Pleasants, J., & Nichols, T.P. (2023). Talking the technology talk. Phi Delta Kappan, 104(6), 42-46.

Nichols, T.P., & Monea, A. (2022). De-escalating dataveillance in schools. Phi Delta Kappan, 104(4), 23-27.

Nichols, T.P., & Garcia, A. (2022). Platform studies in education. Harvard Educational Review, 92(2), 209-230.

Pangrazio, L., Stornaiuolo, A., Nichols, T.P., Garcia, A., & Philip, T. (2022). Datafication meets platformization: Materializing data processes in teaching and learning. Harvard Educational Review, 92(2), 257-283.

Nichols, T.P., Desimone, L., & Edgerton, A. (2021). “Smart power” in standards implementation after No Child Left Behind. American Journal of Education, 128(1), 1-23.

Ferguson, D.E., & Nichols, T.P. (2021). Schools sites and the haunting of history: Unmasking the past in field-based research. International Journal of Qualitative Studies in Education, 39(4), 843-856.

Nichols, T.P., LeBlanc, R.J., & Slomp, D. (2021). Writing machines: Formative assessment in the age of Big Data. Journal of Adolescent and Adult Literacy, 64(6), 712-719.

Nichols, T.P. (2021). Innovating from the ground up. Educational Leadership, 33-37.

Nichols, T.P., & LeBlanc, R.J. (2021). Media education and the limits of ‘literacy’: Ecological orientations to performative platforms. Curriculum Inquiry.

Garcia, A., & Nichols, T.P. (2021). Digital platforms aren’t mere tools — they’re complex environments. Phi Delta Kappan, 102(6), 14-19.

Nichols, T.P., & Coleman, J.J. (2021). Feeling classroom worlds: Affective imaginaries and the making of “democratic” literacy classrooms. Reading Research Quarterly, 56(2), 315-335.

Nichols, T.P., & Johnston, K. (2020). Rethinking ‘availability’ in multimodal composing: Frictions in digital design. Journal of Adolescent and Adult Literacy, 64(3), 259-270)

Nichols, T.P. (2020). Innovation from below: Infrastructure, design, and equity in literacy classroom makerspaces. Research in the Teaching of English, 55(1), 56-81.

Nichols, T.P., & LeBlanc, R.J. (2020). Beyond apps: Digital literacies in a platform society. The Reading Teacher, 74(1), 103-109.

Salisbury, K., & Nichols, T.P. (2020). School makerspaces: Beyond the hype. Phi Delta Kappan, 101(8), 49-53.

Maton, R., & Nichols, T.P. (2020). Mobilizing public alternative schools for post-neoliberal futures: Legacies of critical hope in Philadelphia and Toronto. Policy Futures in Education, 18(1), 159-178.

Dixon-Román, E., Nichols, T.P., & Nyame-Mensah, A. (2019). The racializing forces of/in AI educational technologies. Learning, Media, and Technology, 45(3), 236-250.

Desimone, L., Stornaiuolo, A., Flores, N., Edgerton, A., Pak, K., Nichols, T.P., Plummer, E., & Porter, A. (2019). Successes and the challenges of the “new” college and career readiness standards: Seven implementation trends. Educational Researcher, 48(3), 167-178.

Nichols, T.P., McGeehan, C^., & Reed III, S.A^. (2019). Composing proximity: Teaching strategic distance to high school writers English Journal, 108(3), 67-73.

Stornaiuolo, A., & Nichols, T.P., & Vasudevan, V. (2018). Mapping the emergence of a literacy makerspace. English Teaching: Practice and Critique, 17(4), 357-370.

Stornaiuolo, A., & Nichols, T.P. (2018). Making publics: Mobilizing audiences in high school makerspaces. Teachers College Record, 120(8), 1-38.

Nichols, T.P., & Stornaiuolo, A. (2019). Assembling “digital literacy”: Contingent pasts, possible futures. Media and Communication, 7(2), 14-24.

Stornaiuolo, A., & Nichols, T.P. (2019). Cosmopolitanism and education. Oxford Research Encyclopedia of Education. New York: Oxford University Press. DOI: 10.1093/acrefore/9780190264093.013.252

Nichols, T.P., & Campano, G. (2017). Post-humanism and literacy studies. Language Arts, 94(4), 245—251.

Scott, J., & Nichols, T.P. (2017). Learning analytics as assemblage: Criticality and contingency in online learning. Research in Education, 98(1), 1—23.

Nichols, T.P. (2013). Feedback in an age of efficiency. Educational Leadership, 70(1), 70-75.

Nichols, T.P. (2012). From knowledge to wisdom: Critical evaluation in new literacy education. Voices from the Middle, 19(4), 64-69.

BOOK CHAPTERS

Nichols, T.P. (forthcoming). Data literacies. In M. Winn & L. Winn (Eds.), Bloomsbury handbook of social justice in education. Bloomsbury Academic.

Nichols, T.P., LeBlanc, R.J., & Garcia, A. (2023). After digital literacy: Media pedagogy for platform ecologies. In B. Williamson, J. Komljenovic, & K. Gulson (Eds.), 2024 World Yearbook of Education: Digitalization of education in the era of algorithms, automation, and artificial intelligence (pp. 212-226). Routledge.

Nichols, T.P., Smith, A., Stornaiuolo, A., & Bulfin, S. (2021). Critical literacy, digital platforms, and datafication. In Pandya, J.Z., Mora, R., de Roock, R., & Golden, N.A. (Eds.), International Handbook of Critical Literacy. New York, NY: Routledge.

Stornaiuolo, A., & Nichols, T.P. (2020). Makerspaces in K-12 schools: Six key tensions. In J. Rowsell, & C. McLean (Eds.), Making futures: Maker literacies and maker identities in the digital age. New York: Routledge.

Campano, G., Nichols, T.P., & Player, G. (2020). Multimodal critical inquiry: Nurturing decolonial imaginaries. In E. Moje, P. Afflerbach, P. Enciso, & N.K. Lesaux (Eds.), Handbook of reading research, Vol. V (pp. 137-152). New York: Routledge.

Nichols, T.P., & O’Sullivan, B. (2020). A cosmopolitics for the English classroom. In K. Lenters & M. McDermott (Eds.)., Affect, embodiment, and place in critical literacy: Assembling theory and practice. New York: Routledge.

Nichols, T.P., & Lui, D. (2019). Learning by doing: The tenuous alliance of the Maker Movement and education reform. In J. Huntsinger, & A. Schrock (Eds.), Making our world: The hacker and maker movements in context. New York, NY: Peter Lang.

Simon, R., Nichols, T.P., Edwards, W., & Campano, G. (2018). "There's really a lot going on here": Toward a cosmopolitics of reader-response. In P. Trifonas (Ed.), Handbook of Culture Studies in Education, New York, NY: Routledge.

Maton, R., & Nichols, T.P. (2017). Tracing tensions in humanization and market-based ideals: Philadelphia alternative education in past and present. In N. Bascia, M. Levin, & E. Fine (Eds.), Alternative schooling and student engagement: Democracy within bureaucracy. New York, NY: Palgrave Macmillan.